Part of the Stanford Center for Opportunity Policy in Education (SCOPE) research series titled "Time Matters: Teacher Collaboration for Learning and Leading," this cross-case study and accompanying research brief were gathered as part of a larger study of four public schools across the United States that organized teacher time and work in innovative ways. This study examined four U.S. schools that organize and structure teacher time and work so that teachers are encouraged to collaborate with one another in their efforts to enrich teaching and learning: (1) Hillsdale High School in San Mateo, California; (2) International High School at LaGuardia Community College in Queens, New York; (3) Pagosa Springs Elementary School (K-4th grade) in Pagosa Springs, Colorado; and (4) Santa Monica Alternative Schoolhouse (SMASH) (K-8th grade) in Santa Monica, California. The study is designed to help both practitioners and policymakers understand the teaching and learning implications of structuring time differently in schools and provides detailed accounts of how time is organized within budget and schedule constraints. In addition, the study illustrates how these uses of time relate to a range of educational outcomes, from building more successful curriculum to supporting teacher learning and development to facilitating deeper, more meaningful learning opportunities for students. The case studies used interviews, observations, and document reviews to examine and describe: (1) How the schools reorganized teacher and student time within the school day; (2) What students and teachers did within the re-organized time; (3) The interaction between the re-organized use of teacher and student time; and (4) The enabling conditions for using the re-organized time well. Despite school context and geographical differences, all four schools shared characteristics and nine relevant themes emerged: (1) prioritized collaboration; (2) focus on student learning and development; (3) coherent, shared philosophy; (4) shared governance; (5) continual learning; (6) professional capacity; (7) multiple roles for teachers; (8) district support; and (9) participation in Networks. [For the research brief, see ED591147.]